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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.39 no.5, 2019년, pp.613 - 624
The purpose of this study is to explore high school students' perception of the relationship among science, history, and history of science which is one of the career elective subjects in the 2015 revised science curriculum. This study compares students' perception before and after experiencing hist...
핵심어 | 질문 | 논문에서 추출한 답변 |
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국내 교육과정에서 과학사 교과목은 언제 등장하게 되었나? | 특히 최근 도입된 2015개정 교육과정에서는 일반계 모든 고등학생들이 선택할 수 있는 과학과의 진로선택 과목 중 하나로 과학사가 등장하였는데, 이러한 상황에서 ‘교과목으로서의 과학사’에 대한 논의가 무엇보다 시급한 상황이다. 그동안 국내 교육과정에서 과학사 교과의 역사를 살펴보면, 과학사는 5차 교육과정 과학계열 필수교과로 처음 등장하였으며 6차 교육과정 시기에도 과학계열 전문교과목2)이었다(MOE, 1988). 과학계열 전문교과목으로서 과학사는 7차 교육과정에서도 유지되었다가(MOE, 1997), 2009 개정 과학과 교육과정에서 과학과 심화교과로 변경되었는데, 이때는 ‘과학사 및 과학철학’이라는 이름의 과목으로 고시되었으며 과학고등학교 학생들을 위한 전문교과이지만 경우에 따라 일반계 고등학교에서 전문교과의 개설이 허용되었다(MEST, 2011). | |
과학사 과목을 ‘과학학(science studies)’에 가까운 과목으로 볼 수 있는 이유는? | 이러한 언급은 과학사 과목을 실제로 경험한 뒤의 반응으로 실제로 과학사 과목은 ‘과학사’라는 이름의 과목이지만 교육과정 성취기준상 과학철학, 과학사(서양과학사, 동아시아 및 이슬람 과학사, 한국과학사), 과학사회학을 모두 아우르는 사실상의 ‘과학학(science studies)’에 가까운 과목이라 할 수 있다. 이는 교육과정에 제시된 과목 내용체계를 살펴보면 분명해 지는데, 과학사 과목의 경우 내용체계에서 영역으로 ‘과학이란 무엇인가’, ‘서양과학사’, ‘동양 및 한국과학사’, ‘과학과 현대 사회’를 제시하고 있다(MOE, 2015). 또한 Ⅰ단원에 등장하는 과학철학의 수준은 예비교사들이 과학교육론 수준에서 접하는 현대과학철학자들인 칼 포퍼(Karl R. | |
벤다이어그램이란? | 수학시간에 집합과 명제 단원을 통해 접하게 되는 벤다이어그램은 어떤 대상들의 관계유형을 직관적으로 나타내는데 매우 효과적이다(Gunstone & White, 1986). 벤다이어그램은 이름에서 알 수 있듯이, 영국의 수학자이자 논리학자인 존 벤(John Venn)이 고안한 것이며, 서로 다른 집합들(sets) 사이의 관계에 대해서 폐곡선으로 표현한 도식을 의미한다. 학생들이 벤다이어그램으로 표현한 과학사, 과학, 역사 사이의 관계인식 자료는 벤다이어그램을 구성하는 각 영역의 크기, 포함관계, 위치 등을 기준으로 공통점과 차이점을 분석하고 귀납적으로 범주화하여 최종적으로 유형을 도출하였다. |
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